Improving outcomes for

disadvantaged pupils
A toolkit to help education professionals in
coastal schools
Regional Schools Commissioner for the South
East and South London

Contents
About this toolkit

Introduction

7 key themes

Effective practice by theme:

Raising aspirations

Recruitment and retention

PPG expenditure

Behaviour and attitudes to learning

10

Teaching and learning

12

Parental engagement and family support

14

What RSC SESL is doing to support coastal schools

15

Useful resources

16

Coastal research directory

19

Forward by the Regional Schools Commissioner

Im passionate about helping ensure all children in the SESL region receive
an excellent education, particularly in our most challenging areas, as part
of improving social mobility for all.
We recognise that coastal schools face distinct challenges, mainly focused
around the performance of disadvantaged young people. This toolkit is
intended to help schools identify effective practice for supporting the
achievement of these children.
The practice detailed should be useful for anyone who works in schools
but especially Heads and SLTs, Governors and MAT leaders. Whilst the
examples feature coastal schools, they are relevant to any school working
with disadvantaged pupils.
Youll find a range of case studies on practical approaches that highperforming schools in coastal areas have told us they have found helpful.
We have included school contact details for each case study, so you can
contact the schools directly if you would like to learn more.
Earlier this year I commissioned a piece of NIESR research to examine
disadvantage in coastal schools. This research looked at performance and
progress data at a national level. A summary of the report can be found
here.
Based on 2015 data, the report found that there is a statistically significant
difference in attainment and progress results between coastal schools and
non-coastal schools at both primary and secondary level. The report
concluded that this gap between coastal and non-coastal schools is most
pronounced in the South East and South London region and can be
attributed to the larger concentrations of white British free school meals
pupils in coastal areas.
To identify effective practice in improving outcomes for these pupils my
team visited 15 high-performing coastal schools in the region which also
had the highest proportions (top 25% nationally) of white British
disadvantaged pupils.
These included 7 primary schools and 8 secondary schools and a mixture
of maintained schools and academies. The findings from these visits are
summarised in the following pages.

I hope that you find this toolkit helpful and that it supports your work with
disadvantaged pupils. As always, we really welcome any questions or
feedback you may have on our work.

Dominic Herrington
Regional Schools Commissioner for the South East and South
London
Email: RSC.SESL@education.gov.uk

7 key themes
Our school visits identified the following common themes that were
making a difference to pupil outcomes:

DATA - all schools saw rigorous data collection and monitoring

as key to making accelerated progress and raising attainment,
by allowing a more individualised, pupil-centred approach and
effective targeting.

ATTENDANCE zero tolerance for poor attendance. Some

schools used pupil premium funding to run a school bus service
and conduct home visits.

RECRUITMENT proactive engagement with external

organisations (Teach First, Teaching Schools Alliances, local
ITT providers). Promoting the coast as a desirable place for
prospective teachers to live and work.

RETENTION supporting staff career progression through

structured, personalised CPD for all staff and incremental
enhancements in responsibility.

MONITORING TEACHING & LEARNING almost all schools

reported that SLT conducted daily learning walks to monitor the
quality of teaching in every classroom.

PARTNERSHIPS MATs provide invaluable central services

including learning resources, specialist/ consultant support,
peer reviews, data services, administration resources etc. Other
challenge partnerships have been instrumental in driving
improvements in maintained schools. Sharing practice and
learning from external peer reviews were identified as key.

CATCH UP INTERVENTIONS many coastal schools (both

primary and secondary) compensate for low entry points by
offering booster courses and interventions for disadvantaged
pupils.

Examples of effective practice - Raising Aspirations

Cantell School, Southampton CIAG advisor for Years 7-11
Young people in the area of Southampton can suffer from low self-esteem and
a lack of aspirations, particular disadvantaged white British pupils. Education
is undervalued by some in the community and often learning does not extend
beyond the school gates. However, careers information, advice and guidance
are really strong throughout the school and citizenship is prioritised as a
subject area. There is an on-site careers advisor at all levels (including KS3)
who attends all parents evenings. There is an emphasis on what pupils will
be/ want to be when they grow up and schooling as a means of getting to that
point. School contact details: headspa@cantell.co.uk
St Edmunds Catholic School, Portsmouth Mentoring for Girls on Free
School Meals
St Edmunds Catholic school run a mentoring system for white British FSM
girls. This is a group typically associated with the lowest levels of self-esteem
and aspiration. They can also be affected by a lack of parental support for
their schooling, leading in many cases to poor attendance and a lack of
engagement with the curriculum. The school have worked with the charity the
Girls Network (http://thegirlsnetwork.org.uk) who match girls with professional
female mentors from all walks of life. They also run workshops, networking
events and trips to raise aspirations.
School contact details: lslight@saintedmunds.org.uk
Hertford Junior School, Brighton & Hove Links with local Universities
At Hertford Junior School in Brighton there is a generational issue of low
aspiration among both pupils and parents. Staff are proactive in trying to
address this issue and actively seek opportunities for enrichment. For example
the school utilises its links with the University of Brighton, taking pupils and
parents at Hertford to a graduation day at the university. The school also
works in a cluster with 10 other schools to share best practice and resources
and there is a triad of three headteachers who act as challenge partners,
conducting visits and offering peer support to each other. If you would like to
know more about this case study please contact rsc.sesl@education.gov.uk

Further examples of practice that schools have found helpful:

Using case studies of previous students who have turned around behaviour and
performance to achieve results as motivation and proof that it is possible to
teachers, parents and pupils
Creating partnerships with local sports teams to help develop team
building skills and aspirations
Y6 acclimatisation week for all incoming Y7 pupils to establish early
expectations and high aspirations
House system used to build competitiveness and provide leadership
opportunities for pupils at all stages

Recruitment and retention

St Leonards Academy, Hastings Supporting career development
St Leonards have taken a proactive and creative approach to recruitment and
retention. The academy has developed a tailored approach to career planning
for its teachers. This has included developing a personal development plan for
each teacher and facilitating opportunities to reach their individual goals. The
academy also offers mentoring, in-house training and peer-to-peer coaching.
They have links with Schools Direct and Teach First and deem this support
indispensable. These strategies have also helped counteract challenges
surrounding the retention of good teachers as a number of good teachers
have quickly assumed leadership positions within the Trust. The academy has
been in touch with a school in Hull to raise teaching standards and is
constantly seeking out new opportunities to develop its staff. They have also
found social media to be a useful tool for attracting applicants. School contact
details: TSLA.HeadsPA@HASLA.org.uk
Ark Academies Engagement with ITT providers
Many schools reported teacher recruitment as a significant challenge. At Ark
Academies they have addressed this by working closely with ITT providers
and leadership development programmes. They have engaged with Teach
First, Ark Teacher Training, and School Direct schemes run by local
Universities. The Ark Teacher Training begins with 2 weeks of in-class training
over the summer before trainees begin their formal ITT. Thursday is a teachfree day for all trainees, with highly tracked weekly feedback to Ark on each
trainees performance and fortnightly meetings with mentors. Teachers are
usually then retained within the MAT. Furthermore, by offering access to
programmes such as the National Professional Qualification for Middle
Leadership and Future Leaders they can attracted aspiring middle and senior

leaders. They have also had success offering relocation and retention
packages to new starters, to attract teachers who have been priced out of the
London market, amongst others. If you would like to know more about this
case study please contact rsc.sesl@education.gov.uk
Cantell School, Southampton Collaboration with ITT providers
Cantell School in Southampton has also benefitted from close working with
ITT providers including Portswood Teaching School Alliance, Southampton
University and Teach First. Part of this has involved identifying and signing up
for promotional opportunities e.g. hosting all trainee teachers from
Southampton University to help battle entrenched historic negative reputations
of the school and attract new teachers. They also partner with four secondary
schools to offer Schools Direct participants flexibility, including experience of
post-16 provision and a special school. They are proactive in retaining
teachers through coaching programmes, CPD sessions and projects to give
teachers greater responsibility. Joint leadership at department level has been
successful in building leadership capacity, lightening the burden of leadership
on teaching staff, and improving work-life balance. School contact details:
headspa@cantell.co.uk

Further examples of practice that schools have found helpful:

A staff member designated to support staff welfare and wellbeing including
organising social activities.
Flexibility in adapting to teachers personal circumstances e.g. subsidising a staff
crche and allowing flexible working hours
Social media to advertise jobs and promote coastal challenge teaching
Incremental enhancements and opportunities for staff to aid retention
Promoting coastal challenge and secondment-style opportunities in coastal
schools offered within MATs to their network of teachers
Savings made as part of being a MAT allow for relocation and retention bonuses to
aid recruitment
Attending recruitment fairs, open days, directly emailing NQT mailing lists
from local universities

Pupil Premium Grant expenditure

Cantell School, Southampton Funding an Achievement Leader
At Cantell School in Southampton 45% of pupils are on Free School Meals
and the local area suffers from endemic issues such as low aspirations, poor
attendance and a lack of parental support for education. The school uses the
pupil premium grant (PPG) to support several strategies targeted at
disadvantaged pupils. For example, this funds the salary of a Pupil Premium
Champion, a staff member who focuses on tracking the data of
disadvantaged pupils and putting in place interventions if necessary. To
address attendance and aspiration issues common amongst disadvantaged
pupils, the PPG funds a school bus to collect pupils with truancy problems and
subsidises trips and visits (targeting school trip places for PP students e.g.
university visits are 65% pupil premium)
School contact details: headspa@cantell.co.uk
St Leonards Academy, Hastings Pupil Premium Toolkit
St Leonards is part of the Hastings Academy Trust which has developed a
Pupil Premium Toolkit. This includes a five step approach to intervening where
necessary, including: identifying the barriers in the students education;
identifying a suitable strategy; ascertaining desired outcomes; identifying
resources and evaluating the process. All staff are to raise concerns about
individual students and plan timely interventions according to the process
outlined in the toolkit. A Pupil Premium Champion is responsible for
coordinating all activity. Intervention strategies that receive PPG funding are in
line with the Sutton Trusts Education Endowment Trust toolkit. Including:

1:1 and small group tuition in core subjects

Intensive literacy intervention: Accelerated reader
Engagement and enrichment activities outside of the school day
Meta-cognitive and learn to learn mentoring
A counselling service for behaviour management and self-esteem.
Alternative provision programs: Shore Academy, Forest School, EggTooth, Entertainment Workshop and Ivyland Farm.
Two week literacy summer school
School contact details: TSLA.HeadsPA@HASLA.org.uk
Thornhill Primary School, Southampton Using PPG
th

Thornhill Primary School is situated in the 6 most deprived area of the

country with 56% of its pupils in receipt of free school meals. Nevertheless,
the school have been particularly successful in working with disadvantaged
pupils, with 100% achieving level 4 or above in RWM in 2015. The PPG funds
Nurture groups which are small groups that provide a safe environment for
emotional and social learning and the development of language and

communication skills. At Thornhill 75% of FSM pupils attend a nurture group

and they are fundamental to the schools success. The PPG also funds afterschool clubs and high quality experiences, including trips without the parent
contributions that other schools request. Rigorous evaluation of teaching and
learning is carried out, with Senior and Middle leaders assessing lessons,
identifying weaknesses and setting deadlines/targets to address issues. A
priority is placed on progress regardless of starting point and the school has a
huge intervention map within which every child is supported.
School contact details: info@Thornhill.sch.net

Further examples of practice that schools have found helpful:

English and maths booster classes for Y7 and Y11 catch ups
Free/ subsidised breakfast clubs
Extra drama and art after school classes particularly for PPG pupils less likely to
engage with enrichment activities outside of school
Ark schools use PPG expenditure to change curriculum at KS3 and have
introduced English and Maths Mastery curriculum programme
A number of schools run a cost-benefit analysis of their PPG interventions to see
which efforts delivered best outcomes for their cost.
Subsidising access for PPG pupils to music lessons, National Citizenship
Award Programme, trips
Educational psychologist to run nurture programmes for FSM and PPG students

Behaviour and attitude to learning

Palmarsh Primary School, Folkestone Prioritising student wellbeing
For Palmarsh Primary School in Folkestone emotional wellbeing is a
prominent concern, with many pupils facing mental health issues and tough
home environments. The school addresses these needs before learning can
begin, with dedicated personnel to lead on SEN, social services, attendance
and early help. They also implement a number of strategies to support
wellbeing and manage behaviour:
Case study profiling of individual pupils: These can then be shared with
staff to provide targeted intervention for families and pupils.
Adoption of mainstream core standards for SEMH: including emotional
check-ins, nominated adults for support; behaviour champions; playtime
clubs, and breakfast clubs; Leaders working with parents on parenting

skills, numeracy, literacy, e-safety, bullying etc.

Buying in extra support school nursing, Ed-psyche, counselling
services; CAMHS; wellbeing coach
Attendance - half-termly 100% prizes, yearly 100% trips.
Targeted English and Maths workshops for the most vulnerable pupils.
Project with Gillingham Football club to improve resilience.
Changing the perception of "normal/expected" behaviour.
The school have not had any exclusions for several years as they use a
nurture project for children at the verge of exclusion or who need additional
support. They have also seen a significant reduction in behaviour related
incidents because of trained dinner supervisors, behaviour champions and
Year 6 peer mediators.
School contact details: Headteacher@palmarsh.kent.sch.uk
Crookhorn College, Hampshire Family based pastoral care
Crookhorn College is situated in Waterlooville, a town of relatively high
deprivation close to Portsmouth. The proportion of FSM pupils is 34.1%, 4.7%
higher than the national average. The school has seen challenging behaviour
among students and there have also been issues surrounding mental health,
particularly among boys. However the College takes pride in the ethos they
have been building over the course of 10-12 years. The ethos of the college is
underpinned by four key principles (respect, responsibility, achievement and
commitment) to ensure a balanced provision of both the support and
boundaries needed for a healthy student life. This includes three layers of
family based pastoral care through tutor groups, the House community and
the College as a collective. Each House has a designated charity and garden
and there are regular competitions between Houses.
School contact details: Rachel.Murray@crookhorn.hants.sch.uk
Place2Be Working with a mental health charity
At many coastal schools mental health issues are prevalent in the most
vulnerable students and their family members. However, several schools have
had success with Place2Be, a mental health charity providing emotional and
therapeutic services in schools to children, parents, teachers and school staff.
In addition, the programme runs its own scheme through which counsellors
can train, meaning 6 counsellors are available to a school for the cost of one.
Place2Be provides the necessary support within the school to pupils, focusing
on early intervention in mental health problems. This includes work with the
transition of students from one site to the next, friendship group work, planning
with SENCO and staff and the Place To Talk service for parents and teachers.
If you would like to know more about this case study please contact
rsc.sesl@education.gov.uk

Further examples of practice that schools have found helpful:

Having a clear behaviour policy that can be understood by all schools helps
clarify expectations.
PPG supports: An in-house student support team including at least 2 behaviour
support officers, a CIAG officer, school councillor and an education welfare officer.
Nurture groups and homework sessions for SEN and vulnerable pupils.
SOLO taxonomy is a tailored learning approach that allows students to be good
and excellent learners regardless of ability, this has been used to motivate pupils
whose disruptive behaviour is motivated by sense of underachievement
Guy Claxton mindfulness and Carol Dwecks mindset.
Budget for extra teaching support e.g. TAs, family liaison officer, speech and
learning therapist, emotional literacy support officers

Teaching and learning

Ark Charter Academy Student Tracking and Co-Planning
The Ark academies try to get their staff thinking in a national, rather than just
local performance mind-set. Pupils and teachers were encouraged to go to
other Ark academies to expose them to their rigour and precision. The
academies credit increased tracking and comparing of students (both
nationally and locally) as a key factor in improving attainment. They have
ensured middle leaders understand how tracking pupils carefully can make a
huge difference, embedding this tracking in their practice. They have also
adopted a system of co-planning to make the best use of planning time. All
pupils, both those eligible for FSM and those who are not, are provided with
snacks before exams. This ensures all pupils do not undergo exams on an
empty stomach, and avoids any risk of stigmatization of FSM pupils.
School contact details: e.morey@charteracademy.org.uk
Cantell School, Southampton Easy data and focusing on core subjects
Cantell rigorously focus on monitoring the data of disadvantaged pupils but try
to do this in a way that does not provide a major burden for staff. The central
data team produce standard templates for all teaching staff to record and
collect data, making it more readable, consistent and easy to access.
Furthermore all pupil progress is RAG rated to make targeting interventions
more straightforward. The school also prioritises resources onto core areas in
order to ensure progress. For example, to allow resources to focus on key
areas, things like expensive ICT equipment are deprioritised. This approach

allows increased staffing in English, maths and science so that these teams
can deliver interventions and Y7 catch-up in these core subject areas.
School contact details: headspa@cantell.co.uk
Crookhorn College, Hampshire A refined use of data
Crookhorn have introduced a data analysis tool which has been useful in
identifying strengths and weaknesses in teaching and learning. The Colleges
attitude towards data has also changed, with a reduced need for excess data
but a more refined focus on what the data reveals and what can be done with
it. The College is part of the Havant Federation of Schools and has appointed
lead practitioners for English, maths and science. They also offer training to
staff through cross pedagogical groups whereby teachers are coached and
observed by their peers across the College. The Havant Federation holds
regular meetings for Heads and Deputies.
School contact details: Rachel.Murray@crookhorn.hants.sch.uk

Further examples of practice that schools have found helpful:

Almost all schools hold daily SLT learning walks, visiting every classroom to
monitor teaching quality, address weakness and set targets
One academy, instead of having one full staff meeting a week, held three
bitesize all staff meetings with a particular focus on sharing good practice
for T&L for e.g. one teacher might lead a session on assessment technique
Co-planning between year group leaders and subject leaders to ensure
consistency in the delivery of lessons taught
A summer school for Y6 pupils joining in Y7 and Y11 pupils approaching
exams
INSET days focusing on efforts to target PPG pupils and closing the gap
Academic mentoring for borderline & PPG students from May in Y10 until Y11
Cross-pedagogical groups in geographical areas (LAs or smaller in some cases)
which allows coaching and observations by peers

Parental engagement and family support

Crookhorn College, Hampshire Split parents evening
Parents who are disengaged with their childrens education are a significant
issue in the community that Crookhorn College serves. To address this, the
College has abandoned parents evenings split by year groups and instead
offer five parents evenings in the academic year open to all parents. This
allows more engaged parents a chance to have frequent check-ins, but puts
greater expectation on less engaged parents to attend. The College also
produces colour-coded reports which give parents a comprehensive snapshot
of their childs progress and attainment. Parents come into the school for
progress review days to discuss these reports with teachers.
School contact details: Rachel.Murray@crookhorn.hants.sch.uk
Palmarsh, Hertford, and Kanes Hill Primary Schools working closely
with families
Staff at Palmarsh and Kanes Hill Primary Schools work closely with families to
support disadvantaged children. There is a focus on adult learning and
positive praise for the achievements of both children and their parents. Staff
work with parents on parenting skills and issues like e-safety and bullying.
They also run workshops for parents on phonics, maths and reading. At
Hertford Junior school, staff arrange trips to local universities and the beach to
compensate for the lack of opportunity provided to students outside of school.
They also see the relationship with parents as key and teachers are matched
with classes based on their personality and suitability for that group of
children. Staff also take part in Working With Others, a Brighton-led
programme to help teachers increase collaboration.
School contact details: Headteacher@palmarsh.kent.sch.uk,

Further examples of practice that schools have found helpful:

Many schools saw a highly visible SLT as important to engaging parents, meeting
parents at the gates to directly encourage engagement
Coffee mornings, workshops and info session targeting parents of children
from more challenging homes
Primary schools ensured regular parent-teacher meetings and provision of after
school care to support working parents
Family liaison/ support officers work closely with parents to develop
parenting skills including upskilling parents in literacy and numeracy skills to
support children and guidance on how to deal with bullying

What is RSC SESL is doing to support coastal

schools?
Coastal schools we visited asked for:

Better coordination at a regional level of teacher recruitment

and retention activities

Identification and utilisation of system leaders experienced

in coastal challenges

Peer support and networking beyond immediate locality

Recognition of the specific challenges facing coastal

schools and publicity for those schools effectively improving
outcomes for pupils in those circumstances

What we are doing:

Using RSC platform and networks to promote the coastal

challenge and the successes of coastal schools. Sharing best
practice findings from our research visits.

A SESL MAT conference in May 2017 focussing on improving

outcomes for disadvantaged pupils, with particular attention on
coastal schools

Creating a database of system leaders who can provide

mentoring and support to schools in coastal areas. Please
contact the RSC office if you would like to engage with this
RSC.SESL@education.gov.uk

Helping with co-ordination of recruitment and retention issues at

regional level led by NCTL and addressing this at the RSC
SESLs sub-regional fora (hub of educational leaders who meet
termly to discuss local issues)

Useful resources
(Ctrl + click to follow links. If this does not work copy and paste the link into your browser.)

School Improvement and Leadership

NAHT Aspire school improvement programme
The Key - leadership and management resources
and support for schools

http://nahtaspire.co.uk/
www.thekeysupport.com

The Education Development Trust research,

resources, and guidance on school system reform,
inspects and self-evaluation and careers.

www.educationdevelopmenttrust.com

Challenge the Gap - a whole-school improvement

www.challengepartners.org

programme focused on improving outcomes of

disadvantaged pupils.

Email: jess.talbot@challengepartners.org

Aspiration, Wellbeing and Pastoral Support

The Girls Network Charity running a mentoring
programme for girls from disadvantaged backgrounds.
Currently operating in Portsmouth, Brighton & Hove and
Bournemouth

http://thegirlsnetwork.org.uk/

Education Business Partnership Social enterprise

which runs programmes to develop skills and raise
aspirations among young people

www.the-ebp.co.uk

Guy Claxton Mindfulness psychological research

http://wgsi.org/guy-claxton
https://www.buildinglearningpower.
com/

on how to build more powerful learners through mindfulness

Carol Dwecks Mindset research and resources on

www.mindsetonline.com

how to teach a growth mindset to create motivated and

productive learners

https://goo.gl/9oSFLC

Salus Nurture Project - Kent based but resources

accessible for all. Large number of guidance and resources
from e-bullying to work based learning

Place2Be charity provides emotional and therapeutic

services in primary and secondary schools

http://salusgroup.org.uk/

www.place2be.org.uk

Targeting support for FSM and PPG students

Education Endowment Foundation Teaching
and Learning Toolkit - to help inform PPG spending.
Cost-benefit analysis of PPG initiatives

Education Endowment Foundation Families of

Schools Database Sophisticated online tool that
allows you to find schools with similar levels of deprivation
and compare how well they do at closing the attainment
gap.

John Dunfords 10 Point Plan for successful

PPG expenditure tried and tested best practice
initiatives for using PPG effectively

https://educationendowmentfoundatio
n.org.uk/evidence/teaching-learningtoolkit/
https://educationendowmentfoundatio
n.org.uk/attainment-gap/families-ofschools-database/

https://johndunfordconsulting.co.uk/20
14/10/11/ten-point-plan-for-spendingthe-pupil-premium-successfully/

OFSTED Pupil Premium best practice

www.gov.uk/government/publications/t
he-pupil-premium-how-schools-arespending-the-funding-successfully

NCTL blog and guidance on how to commission

a Pupil Premium Review

https://nctl.blog.gov.uk/2015/01/21/pu
pil-premium-reviews-using-systemleaders/
https://www.gov.uk/guidance/pupilpremium-reviews

Teaching Schools Council and NCTL Guide to

Effective Pupil Premium Reviews

http://tscouncil.org.uk/wpcontent/uploads/2016/04/PPR-guideSpring-2016-refresh-FINAL.pdf

NCTL Directory of Pupil Premium reviewers

http://apps.nationalcollege.org.uk/closi
ng_the_gap/index.cfm

(searchable by postcode)

Recruitment and Teacher Development

Teach First South Coast

www.teachfirst.org.uk/south-coast

Teaching Schools Alliances this link allows

http://apps.nationalcollege.org.uk/s2ss
d_new/

schools to identify their nearest Teaching School

Alliances, NLEs, LLEs and NLGs

Future Leaders School leader development

http://www.future-leaders.org.uk/

programme focused on pupils from disadvantaged

backgrounds
Future leaders report on Coastal Schools.

www.future-leaders.org.uk/insightsblog/combatting-isolation-coastalschools/

Teaching Leaders - accelerated leadership

development for middle leaders in challenging schools.

www.teachingleaders.org.uk/

Schools Direct ITT provider

www.gov.uk/government/collections/sc
hool-direct-information-for-schools

Local university education departments

SSATs Teacher Effectiveness Enhancement

Programme research based teaching and learning
programme to improve effectiveness of

www.canterbury.ac.uk/education/
our-work/teacher-education-anddevelopment/school-of-teachereducation-and-development.aspx
http://about.brighton.ac.uk/educati
on/
www.southampton.ac.uk/educatio
n
www.sussex.ac.uk/education/
www.chi.ac.uk/institute-education
www.port.ac.uk/school-ofeducation-and-childhood-studies/

www.ssatuk.co.uk/cpd/teaching-andlearning/teep
www.teep.org.uk

Teaching & Learning Resources

Ofsted Good Practice Guidance we have
been told that Ofsteds videos are particularly
useful. Hertford Jnr School have specific videos
they found helpful

www.youtube.com/user/Ofstednews

SISRA- intuitive and cost effective web based

solutions for monitoring and managing student
performance and results analysis

MINTclass time saver for teachers which links

seating plans to pupil data

www.sisra.com/

www.mintclass.com

English and Maths Mastery curriculum

used by Ark, particularly for developing literacy
and numeracy skills (catch-up from primary
school)

http://masteryenglish.co.uk/
http://www.mathematicsmastery.org/

SOLO taxonomy learning concept focused

http://learningandteaching.info/learning/solo.ht
m http://pamhook.com/solo-taxonomy/

around 5 key stages

SIMs and 4matrix - systems for data

management

www.capita-sims.co.uk , www.4matrix.com

The Sutton Trust-EEF Teaching and

Learning Toolkit is an accessible summary
of educational research which provides
guidance for teachers and schools on how to
use their resources to improve the attainment
of disadvantaged pupils.
Combatting isolation in coastal schools A
report examining why coastal schools
struggle and how headteachers are turning
them around.

Coastal research directory

Beatty, C., Fothergill, S. and Wilson, I. (2008) Englands Seaside Towns. A
benchmarking study, Report to the Department for Communities and Local
Government.
Beatty, C., Fothergill, S. and Wilson, I. (2011) Englands Smaller Seaside Towns: A
benchmarking study, Report to the Department for Communities and Local
Government.
Big Lottery Fund (2014) Coastal Communities Fund. Annual Progress Report 2014.
Blanden, J., Greaves, E., Gregg, P., Macmillan, L., & Sibieta, L. (2015). Understanding
the improved performance of disadvantaged pupils in London Social Policy in
a Cold Climate Working Papers. London, UK: Centre for Analysis of Social
Exclusion, London School of Economics.

Burgess, S. (2014). Understanding the success of London's schools CMPO Working

Paper. Bristol, /UK: Centre for Market and Public Organisation, University of
Bristol.
Communities and Local Government Select committee (2007) Coastal Towns. Second
report of session 2006-07.
www.publications.parliament.uk/pa/cm200607/cmselect/cmcomloc/351/351.pdf

Education Select Committee (2013) School Partnerships and Cooperation. Fourth

report of session 2013-14.
http://www.publications.parliament.uk/pa/cm201314/cmselect/cmeduc/269/269.pdf

Education Select Committee (2014) Underachievement in Education by White Working

Class Children. First Report of Session 2014-15.
http://www.publications.parliament.uk/pa/cm201415/cmselect/cmeduc/142/142.pdf

Hannay, T. (2015) Beside the seaside. SchoolDash blog, 2 November 2015:

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